scholarly journals The Process and Implication of Inter-Professional Education: A Systematic Review

2018 ◽  
Vol 7 (2) ◽  
pp. 104
Author(s):  
Dewi Prabawati
Keyword(s):  
Systematic Review ◽  
Nursing Education ◽  
Nursing Students ◽  
Professional Education ◽  
Focus Group Interview ◽  
Clinical Settings ◽  
Inclusion Criteria ◽  
Group Problem ◽  
Group Problem Solving ◽  
Social Networking Website

Background: The practice of inter-professional education (IPE) is expanding rapidly especially in the developing countries.  The goal of IPE is to develop knowledge, skills, and attitudes that result in effective Inter-professional (IP) team behaviors and competency. Therefore, it is essential to understand more about the activity, other professional’s involvement and its implications for nursing students and institutions.Purpose: This paper aimed to review the process and other professional’s involvement in IPE’s nursing education, and describe the implication after implementing IPE for nursing students and institution.Methods: A comprehensive multi-step search of the literature in IPE using ProQuest, EBSCO and Cengage databases was performed. Samples of 19 studies met the inclusion criteria and were used in this study.Results: None of the studies reported findings from developing country, while there were only two studies conducted in Asia. IPE programs utilize a variety of combinations of interactive learning methods, such as group problem solving, focus group interview, social networking (website), and simulated patient or simulated based training (SBT) which is becoming the most common methods employed.  IPE gives benefits for the students, such as improving communication skills, recognizing the role and responsibilities, understanding the value and ethics and also increasing teamwork and team-based care.Conclusion: Despite the limitations, this systematic review found a number of activities and other professionals that can be involved with nursing in the IPE implementation.  It also found out that IPE applied in a variety of clinical settings is well received by the students and enable them to learn the knowledge and skills for collaborative learning.

The State of Knowledge Regarding the Use of Simulation in Pre-Licensure Nursing Education: A Mixed Methods Systematic Review

2018 ◽  
Vol 15 (1) ◽  
Author(s):  
Joanne K. Olson ◽  
Pauline Paul ◽  
Gerri Lasiuk ◽  
Sandra Davidson ◽  
Barbara Wilson-Keates ◽  
...  
Keyword(s):  
Systematic Review ◽  
Nursing Education ◽  
Mixed Methods ◽  
Nursing Students ◽  
Full Text ◽  
Research Question ◽  
Relevant Literature ◽  
Evidence Based ◽  
Inclusion Criteria ◽  
Quality Research

AbstractThis project is a mixed-methods systematic review on the use of simulation in pre-licensure nursing. This research question guided this review: What is the best evidence available upon which to base decisions regarding the use of simulation experiences with pre-licensure nursing students? Searches of CINAHL Plus with Full Text, MEDLINE, and ERIC were performed to identify relevant literature. These searches yielded 1220 articles. After duplicates were removed and titles and abstracts were reviewed for relevance to the inclusion criteria, the remaining 852 articles were independently assessed for quality by pairs of researchers. Forty-seven articles were retained. Findings were grouped into research using high-, medium-, and low-fidelity simulations and a group where researchers included several or all types of simulation. The conclusion is that insufficient quality research exists to guide educators in making evidence-based decisions regarding simulation. More rigorous and multi-site research is needed.

scholarly journals Effect of community-based education on undergraduate nursing students’ skills: a systematic review

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Arezoo Zeydani ◽  
Foroozan Atashzadeh-Shoorideh ◽  
Fatemeh Abdi ◽  
Meimanat Hosseini ◽  
Sima Zohari-Anboohi ◽  
...  
Keyword(s):  
Systematic Review ◽  
Nursing Education ◽  
Nursing Students ◽  
Practical Method ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Community Based ◽  
Undergraduate Nursing Students ◽  
Community Based Education ◽  
Undergraduate Nursing

Abstract Background Community-based education, as an effective approach to strengthen nurses’ skills in response to society’s problems and needs has increased in nursing education programs. The aim of this study was to review the effect of community-based education on nursing students’ skills. Methods For this systematic review, ProQuest, EMBASE, Scopus, PubMed/ MEDLINE, Cochran Library, Web of Science, CINAHL and Google Scholar were searched up to February 2021. The methodological quality of the studies was assessed using the Mixed Methods Appraisal Tool (MMAT). Seventeen studies were included in this systematic review. Inclusion criteria included articles published in English and were original articles. Results In all studies, undergraduate nursing students’ skills were improved by participation in a community-based education program. Community-based education enhances professional skills, communication skills, self-confidence, knowledge and awareness, and critical thinking skills and teamwork skills in undergraduate nursing students. Conclusions Community-based education should be used as an effective and practical method of training capable nurses to meet the changing needs of society, to improve nurses ‘skills and empower them to address problems in society.

scholarly journals TEACHER ARCHETYPES: PERCEPTIONS OF NURSING STUDENTS

2016 ◽  
Vol 25 (2) ◽  
Author(s):  
Luiz Anildo Anacleto da Silva ◽  
Rafael Marcelo Soder ◽  
Sandra Márcia Schimdt ◽  
Helena Carolina Noal ◽  
Éder Luís Arboit ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Interpersonal Relationships ◽  
Professional Education ◽  
Private University ◽  
Exploratory Research ◽  
Teacher Student ◽  
Teachers And Students ◽  
Teachers Attitudes ◽  
Student Relationship

ABSTRACT Good interpersonal relationships between teachers and students are primordial in nursing education. The aim of the study was to understand the perception of the students on the teachers' attitudes that contribute to their professional education. A qualitative, descriptive and exploratory research was undertaken. The subjects are nursing students in the final course term of four distinct undergraduate courses, two of them from a public university and two from a private university, totaling 72 students. Based on the data analysis, the results permitted the construction of five empirical categories, namely: knowledge of teachers; teachers' posture; respectability in the teacher-student relationship; ethics in the teacher and student relationship; responsibility in the teaching pratice. It was concluded that, independently of the institution and course, among many teacher attributes, the students particularly value the density of knowledge.

scholarly journals Evaluation of Self-Directed Learning in Nursing Students: A Systematic Review and Meta-Analysis

2021 ◽  
Vol 2021 ◽  
pp. 1-8
Author(s):  
Mohammad Nazarianpirdosti ◽  
Maryam Janatolmakan ◽  
Bahareh Andayeshgar ◽  
Alireza Khatony
Keyword(s):  
Systematic Review ◽  
Nursing Education ◽  
Nursing Students ◽  
Meta Analysis ◽  
Self Directed Learning ◽  
Positive Role ◽  
Directed Learning ◽  
Training Courses ◽  
The Mean

Background. Self-directed learning plays an important role in nursing education and is associated with academic achievement, communication self-efficacy, assertiveness, responsibility, and students’ clinical competencies. This study was conducted to analyze the existing research on the level of self-directed learning in nursing students. Methods. In this systematic review and meta-analysis, all studies that had examined the level of self-directed learning in nursing students until March 2, 2020, were searched in Science Direct, Ovid, Scopus, PubMed, ProQuest, Web of Science, and Google Scholar databases. In the meta-analysis section, I2 index and the random effects model were used. Comprehensive Meta-Analysis software (version 2) was used for data analysis. Results. The mean score of self-directed learning in 12 articles with 3830 samples was 156.73 ± 1.47 out of 200 (95% CI: 153.3–160.1). These scores were 153.50 ± 2.71 (95% CI: 148.18–158.82) and 154.67 ± 1.32 (95% CI: 157.50–159.32) in the male and female students, respectively. There was a significant relationship between self-directed learning and sample size, year of study, and semester ( p < 0.05 ). Conclusion. The mean self-directed learning in nursing students was at a moderate level, which does not seem to be sufficient. Given the positive role of self-directed learning in nursing education, it is essential that nursing professors teach self-directed learning skills to students via training courses.

scholarly journals Evaluation of Mixed reality in undergraduate nursing education. A systematic review

2021 ◽  
Vol 31 (Supplement_3) ◽  
Author(s):  
I Aguinaga-Ontoso ◽  
L Guillen-Aguinaga ◽  
S Guillen-Aguinaga
Keyword(s):  
Systematic Review ◽  
Nursing Education ◽  
Nursing Students ◽  
Mixed Reality ◽  
Poor Quality ◽  
Control Group ◽  
Positive Effects ◽  
Undergraduate Nursing ◽  
Post Test ◽  
Meta Analyses

Abstract Background Mixed Reality is becoming more widespread in the training of nursing students because it allows students to face situations that are difficult to manage or that rarely occur in their practice, but for which they must be prepared. Our objective is to evaluate whether mixed reality improves nursing students' learning outcomes and satisfaction compared to simulation. Material and methods This systematic review was performed according to the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) The generic keywords used were “(nurses OR nurse OR nursing) AND mixed reality AND simulation”. The literature search was carried out in the PubMed and CINAHL databases between 2011 and 2021. After the review, 4 references were selected. Based on the study title and abstract, two independent authors selected potential. Whenever a study meets the inclusion criteria, the authors access the full text. To assess potential bias, all studies included in the review were evaluated with the Newcastle-Ottawa Quality Assessment Scale Results The search produced 54 papers but after reviewing only 4 were selected. Two studies were pretest post-test with a control group, while the other 2 were post-test only with no control group. Mixed reality was used in several settings (Maternal Health, Mental Health, CPR, and hospital ward) to increase the realism of simulations, increase confidence, reduce anxiety and stress of students in clinical situations. The results of the studies are contradictory, with poor quality studies showing positive effects, while studies with better quality and design showed poorer results. Conclusions Mixed reality is a very recent technique in nursing education. It is necessary to carry out well-designed studies of adequate size to evaluate in which contexts it is effective. Key messages Mixed reality is an emerging technology in education, but very few evaluations have been conducted. It is necessary to carry out well-designed studies to evaluateif Mixed reality it is effective in nursing education.

scholarly journals Perception of Nursing Students of a Good Clinical Preceptor

2021 ◽  
Vol 2 (2) ◽  
pp. 1-9
Author(s):  
Amel Ahmed Hassan ◽  
Eltayeb Mohammed Awad Alkareem ◽  
Hammad Fadlalmola
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Cross Sectional Study ◽  
Study Data ◽  
Clinical Settings ◽  
Clinical Instructors ◽  
Clinical Environment ◽  
Cross Sectional ◽  
Teaching Behavior ◽  
Nursing Training

Nursing training is a blend of both theoretical and practical learning.  Students learn practically in the clinical environment. Despite the progression in nursing education, in some clinical settings, the effective teaching behavior of clinical instructors is absent that affects student learning. The aim of this study is to assess nursing students' perception of a good clinical preceptor. A descriptive cross-sectional study design was used for the study. Data were collected from all 4th year nursing students (n=130) in the Department of Nursing at the Faculty of Medical Technical Sciences, Alzaiem Alazhari University (AAU). The result shows that 68 out of 130 (52.3%) nursing students considered teaching ability as very important followed by competencies 57 (43.8%).    

scholarly journals Technology—supported guidance models stimulating the development of critical thinking in clinical practice: A mixed methods systematic review protocol (Preprint)

2020 ◽  
Author(s):  
Jaroslav Zlamal ◽  
Edith Lillian Roth Gjevjon ◽  
Mariann Fossum ◽  
Marianne Trygg Solberg ◽  
Simen Alexander Steindal ◽  
...  
Keyword(s):  
Systematic Review ◽  
Critical Thinking ◽  
Nursing Education ◽  
Clinical Practice ◽  
Mixed Methods ◽  
Nursing Students ◽  
Evidence Synthesis ◽  
Integrated Design ◽  
Use Of Technology ◽  
Nursing Clinical Practice

BACKGROUND Critical thinking is an essential skill that nursing students need to develop. Critical thinking is developed through guidance in clinical practice. Technological tools have opened new avenues for technology–supported guidance that stimulates the development of nursing students` critical thinking, but it is unclear which technology–supported guidance models are being used to stimulate the development of critical thinking and what are the challenges and facilitators of such guidance models. OBJECTIVE The aim of this study is synthesize the available knowledge on the use of technology–supported guidance models in nursing clinical practice that stimulates the development of critical thinking. METHODS Mixed methods systematic review by using a convergent integrated design following the Joanna Briggs Institute Manual for Evidence Synthesis. Articles will be selected by screening the titles and abstracts by a pair of authors. The methodological quality of articles will be assessed by a pair of authors, according to checklists for specific study designs. Data then will be extracted through a standardised Joanna Briggs Institute Mixed Methods Data Extraction Form Following a Convergent Integrated Approach. The thematic synthesis for data transformation and synthesis will be used. RESULTS Results of this review are expected in January 2021. CONCLUSIONS By combining evidence from studies with varied methodological approaches, it is expected that there will be a broader insight into the use of technology–supported guidance models in clinical practice, in nursing education, with focus on the development of nursing students` critical thinking. CLINICALTRIAL This protocol is not a protocol of clinical trial.

scholarly journals Baccalaureate nursing students’ confidence on patient safety

2017 ◽  
Vol 7 (6) ◽  
pp. 56 ◽  
Author(s):  
June M. Raymond ◽  
Jennifer M. Medves ◽  
Christina M. Godfrey
Keyword(s):  
Patient Safety ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Professional Education ◽  
Baccalaureate Nursing Students ◽  
Clinical Settings ◽  
Clinical Safety ◽  
Cross Sectional ◽  
Confidence Levels ◽  
Quantitative Descriptive

High rates of patient safety events led to media attention and litigation that sparked the patient safety movement. Gaining awareness of nursing students’ confidence levels on patient safety will reveal their perceptions of their competency. A quantitative descriptive cross-sectional method was employed. The Health Professional Education in Patient Safety Survey was used to determine how 458 baccalaureate nursing students from two nursing programs in Ontario, Canada rate their confidence levels on patient safety. Nursing students are the most confident on Clinical Safety topics and least confident on topics related to Human and Environmental Factors and Culture of Safety. Overall, they are more confident in the classroom than in the clinical settings with fourth year students expressing lower degrees of confidence on many of the areas. Education programs need to reinforce patient safety and educate students on their responsibilities to protect patients/clients. Programs need to target strategies to reduce student fears, promote error reporting, and system improvements.

scholarly journals The knowledge about patient safety among undergraduate nurse students in Cyprus and Greece: a comparative study

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Maria Dimitriadou ◽  
Anastasios Merkouris ◽  
Andreas Charalambous ◽  
Chrysoula Lemonidou ◽  
Evridiki Papastavrou
Keyword(s):  
Health Care ◽  
Patient Safety ◽  
Nursing Education ◽  
Nursing Students ◽  
Comparative Study ◽  
Clinical Setting ◽  
Professional Education ◽  
Theory And Practice ◽  
Clinical Aspects ◽  
Undergraduate Nursing

Abstract Background The Patient safety movement contributed to the reduction of preventable adverse events associated with health care. Although patient safety issues have received the attention of educators in the health care studies, there is evidence that in nursing education and the associated curricula it is not well-incorporated. This may not allow students to acquire scientific knowledge and develop strong competencies to assure patient safety throughout their professional life. The aım of the study was the exploration of the undergraduate nursing student perspectives regarding knowledge received during their training about patient safety-related issues. Methods A descriptive comparative study was conducted with three and four-year undergraduate nursing students from the Cyprus Republic (n = 243) and Greece (n = 367). All students were surveyed using the Health Professional Education Patient Safety Survey (H-PEPSS) to describe students’ knowledge in the classroom and clinical setting. Results Students’ Knowledge about patient safety was expressed significantly higher (p < 0.001) in the classroom (mean = 4.0) than the clinical setting (3.7) (1–5 scale). The knowledge in the dimension “clinical aspects” received the highest score and “working in teams” received the lowest. Also, differences were recorded between countries wıth Cypriot students reporting hıgher level of knowledge than the Greek students in most of the dimensions. Conclusıon The findings revealed the gap between theory and practice and the need for collaboration between the two settings. Also, students reported relatively higher knowledge with regards to the technical aspects of patient safety. Still, they were less knowledgable about the sociocultural aspects of the patient, such as working in teams.

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